Web 2.0 technology has found a niche in education. In response to students' comfort level in using social media, many business educators have explored the use of Web 2.0 applications in courses. Research on the use of Web 2.0 tools to determine effectiveness for learning is still in its infancy. The authors describe one such experiment in which students used blogs in several courses. Application of blogs in courses, and assessment of this technology in regard to affecting learning behavior, as well as perceptions of students toward blogs were studied. Recommendations, challenges, opportunities, and strategies for use of blogs in courses are provided in this research.Businesses are paying attention to social media platforms such as Facebook, LinkedIn, and Twitter to establish a brand presence and connect with customers. They are taking a proactive approach to marketing their products and services by targeting a wider audience that feels empowered by using social media tools such as blogs. The new generation of consumers is characterized by an always-on connection to the Internet, and a need for interaction and socialization in the digital environment by using smartphones, netbooks, and other mobile devices that no longer require a wired connection to the Internet. Brewer and Brewer (2010) observed that the management and distribution of knowledge in a technologically driven environment is getting increased attention in business and education because it offers tremendous competitive advantage. As Hedberg and Brudvik (2008) noted, the social nature of Web 2.0 transforms users from consumers to producers of information. In a world obsessed with constant movement and action, Web 2.0 technology gives individuals the opportunity to interact with their world. Daugherty, Eastin, and Bright (2008) observed that Web 2.0 technology has made it possible for an ordinary consumer to use blogs that can significantly influence a mass audience. Companies have gone beyond solely a web presence under their own

No abstract

Background: Congenital midline nasal masses are rare anomalies and are typically benign nasal dermoid sinus cysts (NDSCs). Rhabdomyosarcomas (RMSs) are even less common, and only a fraction affect sites like the external nose, nasal cavity, nasopharynx, and paranasal sinuses. We review the clinical presentation and treatment of nasal, nasopharyngeal, and paranasal RMSs and report the first documented midline presentation. Methods: We queried PubMed for articles with titles containing the terms rhabdomyosarcoma or sarcoma botryoides and nose, nasal, paranasal, sinonasal, nasopharynx, or nasopharyngeal. We then searched the references of each included article using the same parameters and continued this process iteratively until no new articles were found. Results: The paranasal sinuses were the most commonly affected site, followed by the nasopharynx, nasal cavity, and external nose. Two patients presented with involvement of the external nose, but each presented with involvement of the right ala rather than a midline mass. The rates of intracranial extension and/or skull base involvement were comparable to those of NDSCs. The alveolar subtype was most common, followed by the embryonal subtype. Conclusions: Most midline nasal masses are benign; however, we report the first documented presentation of an RMS as a midline nasal mass. Accordingly, RMS should be included in the differential diagnosis of midline nasal masses in the pediatric population. Surgery for midline nasal masses is sometimes delayed due to the risks of interfering with developing structures and early anesthesia. However, early surgical treatment should be considered given this new differential and its predilection for early metastasis.